EuroCALL

Current activity within open education can be characterised as having reached a beta phase of maturity. In much the same way that software progresses through a release life cycle, beta is the penultimate testing phase, after the initial alpha-testing phase, whereby the software is adopted beyond its original developer community.

Open education has now come to the attention of the mainstream press and traditional higher education, with the uptake of Open Educational Resources (OER) and with the advent of Massive Open Online Courses (MOOC). The participating masses can be likened to beta testers of these newly opened ways of educating. And, as with many recent software hits from Internet giants such as Google (e.g. Gmail), it is highly likely that open education will remain in a state of ‘perpetual beta’ development and testing, as we investigate and measure the impact of openness on education.

Always in Beta by Tom Fishburne

Funded by the William and Flora Hewlett Foundation, the OER Research Hub (OERRH) is currently spear-heading the testing of OER hypotheses and is aggregating research findings through their OER Impact Map. The beta testing metaphor is also relevant to my research with the FLAX language project for the open development and testing of the FLAX Open Source Software (OSS). I have been promoting the FLAX OSS language system across different educational contexts (Fitzgerald, 2013), and I am now investigating user experiences of the software across multiple research sites in order to involve users in language collections building and further development of the OSS. I will be posting findings from this research on the TOETOE project blog throughout this year.

Users must be treated as co-developers, in a reflection of open source development practices (even if the software in question is unlikely to be released under an open source license.) The open source dictum, ‘release early and release often‘, in fact has morphed into an even more radical position, ‘the perpetual beta’, in which the product is developed in the open, with new features slipstreamed in on a monthly, weekly, or even daily basis. It’s no accident that services such as Gmail, Google Maps, Flickr, del.icio.us, and the like may be expected to bear a ‘Beta’ logo for years at a time. (O’Reilly, 2005)

Open Fellowship with the OER Research Hub at the UK Open University

My first introduction to the UK Open University, henceforth referred to here as the OU, was when my Dad took me to see the film Educating Rita in 1985. It took two years to reach our picture house in provincial-town New Zealand, and I was just at that age – twelve going on thirteen – to appreciate this Pygmalion story of a woman breaking through the class barriers with an emancipatory distance education from the OU. My Dad also took me canvasing with him for the NZ Labour Party in those formative years, showing me first-hand that life for those in state-housing areas was very different from life in homes belonging to those who had been to university.

I never imagined that I’d be at the OU but I am now on my second fellowship here, this time as an Open Fellow with the OERRH based at the Institution of Educational Technology, and previously from 2011-2012 as a SCORE Fellow with the Support Centre for Open Resources in Education. When Rita’s character was a student at the OU in the early 1980s, open meant that admissions barriers had been removed from entry to formal study. This is still true today with the OU’s 200,000 registered paying students coming from a variety of traditional and non-traditional backgrounds. Nonetheless, this is still ground-breaking when we consider that most of the brick ‘n’ mortar higher education institutions of the world, including those with online learning offerings, still maintain strict admissions policies based on entrance examinations and prerequisites. Open has come to mean much more than this, however, with the rapid ascension of OERs and MOOCs. And, the OU have been no strangers to this rise in informal education as demonstrated in their longstanding work with the BBC through their Open Media Unit, and in leading a bevy of wide-reaching open education projects, including OpenLearn and now FutureLearn.

Open Education Awash with Venture Capital

Open has come of age it seems, with pathways to courses, the sharing of courseware code and access to research becoming increasingly free and open to learners; and with models for educational delivery and accreditation being experimented with on an almost daily basis by educators and institutions. Getting an education is one thing but coming up with sustainable and workable solutions for the world’s problems is increasingly understood as something outside of our reach and beyond the actual remit of education. While we discuss how to come up with the best business models for selling MOOCs and higher education to the masses, it might behoove us to ask how we can occupy eduction to evolve sustainable communities (human and non-human) on this planet rather than continue to commodify learning, teaching and research as products for an increasingly globalised world.

Weller’s position paper on the battle for open (2013) echoes concerns from open education advocates on the distortion of key principles for openness in education (see Wiley, 2013); as being sold downstream through the imposed economic value system of a booming online education market (Education Sector Factbook, 2012). The open-washing of the open education movement, in favour of capitalising on ‘open’ education at a massive scale, is being viewed in much the same way as green activists view the green-washing of the green movement, with our world’s most pressing environmental problems playing second fiddle to the big business of so-called green solutions:

When they start offering solutions is the exact moment when they stop telling the truth, inconvenient or otherwise. Google “global warming solutions.” The first paid sponsor, www.CampaignEarth.org, urges “No doom and gloom!! When was the last time depression got you really motivated? We’re here to inspire realistic action steps and stories of success.” By “realistic” they don’t mean solutions that actually match the scale of the problem. They mean the usual consumer choices—cloth shopping bags, travel mugs, and misguided dietary advice—which will do exactly nothing to disrupt the troika of industrialization, capitalism, and patriarchy that is skinning the planet alive. But since these actions also won’t disrupt anyone’s life, they’re declared both realistic and a success. (Jenson, Keith & McBay, 2011)

Technology activists abound in support of the information wants to be free slogan from the 1960s. “Information wants to be free. Information also wants to be expensive. …That tension will not go away” (Brand, 1987). Activism that is focused on the tension surrounding the freedom of information continues to grow, but what of activism that is directed at the tension between education wanting to be open and education wanting to be exclusive? Education wanting to be for life and education wanting to be for jobs only? When will we witness the scaling of massive buildings like the Shard in London by education activists – let’s call one of them Rita – in protest of formal education’s direct relationship with the limitations of commercialization? When will we raise the red flag on the global business of buying and selling education as an endgame in itself?

Subtitles errors: One climate reached the top by Gwydion M. Williams via Flickr

The purpose of education is going untested in real terms and the open education movement has only just begun educating in beta, as it were, by drawing on a pedagogy of abundance rather than a perceived pedagogy of scarcity (Weller, 2011). This shift in awareness and practice echoes Stewart Brand’s comments to Steve Wozniak, at the first Hackers’ Conference in 1984, on how information wants to be free due to the cost of getting digitised information out becoming lower and lower. The economics of learning materials (Thomas, 2014), following a recent discussion on the oer-discuss list about the progression from reusable learning objects to open educational resources, marks another useful distinction using Marxist terminology, between learning materials that have exchange versus use value:

In the discussions about whether content has value, there is often a question about whether content can be bought and sold, whether it is “monetisable”. In marxist economics that is the type of value called exchange value: where a commodity can be exchanged for money. There is another type of value: use value. That is the extent to which a commodity is useful. It is about its utility, not its cost or price. I think most teaching resources can have a high use value both for primary use and secondary reuse, without that ever translating into an exchange value. They might be valuable but you can’t sell them. (Thomas, 2014)

It may be that Rita will draw on learning content and interactions from a variety of accessible places, including open publications and MOOCs, where ‘open’ equals free access only (for example, All Rights Reserved Coursera courses) rather than where open equals free plus legal rights to reuse, revise, remix and redistribute. It may also be that Rita will only begin to realise the use value of these educational resources – perhaps through joining Greenpeace or the Deep Green Resistance, for example – by synthesisng her contributions with those of her peers for the development of a learning community that is informal, networked and open. And, most importantly, where her developing awareness will actively challenge the perpetuation and escalation of global problems that are on a truly massive scale.

In critiquing open education, Audrey Watters, in her keynote address at the Open Education 2013 conference, also proposes communities rather than technology markets as the saviors of education:

Where in the stories we’re telling about the future of education are we seeing salvation? Why would we locate that in technology and not in humans, for example? Why would we locate that in markets and not in communities? What happens when we embrace a narrative about the end-times — about education crisis and education apocalypse? Who’s poised to take advantage of this crisis narrative? Why would we believe a gospel according to artificial intelligence, or according to Harvard Business School [Christensen’s Disruptive Innovation theory, 2013], or according to Techcrunch…? (Watters, 2013)

“The West has today opened its door. There are treasures for us to take. We will take and we will also give, From the open shores of India’s immense humanity.”

(Extract from the poem Gitanjali or Offerings by Rabindranath Tagore, 1910)

This is the fifth post in a blog series based on the the TOETOE International project with the University of Oxford, the UK Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC). I have also made this post in the OEP series available as a .pdf on Slideshare:

While driving back from a half-day tour of Delhi my taxi driver struck up a conversation about work and family. He had improved his basic level of English through his work and liked to practise with tourists. I was meeting with Professor L.P of the Rajasthan Ministry of Education that Sunday evening and told the taxi driver that I worked in education to promote free and open resources for teaching and learning English. “Good, great, …we don’t have a computer but we use our phones”. This made me think of the English in Action project in Bangladesh with UK Aid and the UK Open University for delivering English language learning resources via mobile phones. He went on to tell me that family life was very difficult for him, only visiting his wife and teenage son once a month in their home village while he worked long days as a driver in Delhi trying to earn enough for the family and so that his son could attend private English lessons, all the time stressing that he was a sixth-level person. Would there be any help from the government with his son’s English classes, I asked. “No, Ma’am… no, Ma’am”.

E-learning emancipatory English

I had met Dr. L.P. Mahawar at the EuroCALL Conference on OER in Bologna in 2012. Just before arriving in India he had posted an upcoming conference in the EuroCALL forum to be held at Jaipur National University, E-learning Emancipatory English: Fast Forwarding the Future, in collaboration withSAADA (Society for Analysis, Dialogue, Application and Action) of which he is also a member. Covering topics such as: English as a symbol of status and a tool for emancipation; different Englishes evolving in the contemporary world; different pedagogical approaches to English Language Teaching; the role of the mother tongue in ESL/EFL; and English for Specific and Academic Purposes – naturally, I wanted to be part of this although my dates for India and the conference didn’t quite work out. So, I emailed him and said I’d like to contribute a presentation by distance and he replied positively, suggesting that we also meet while I was in Delhi. I was keen to find out more about OER and emancipatory English in the Indian context.

In my interview with Dr. L.P. Mahawar, he pointed to other overriding social issues currently impacting the Dalit’s and other low socio-economic groups from succeeding in education and beyond, identifying: high truancy among teachers and students; high drop out rates among students; skewed educational goals in favour of cram examinations; and a lack of e-connectivity at schools and in homes. Many of the problems identified in my interview with Dr. Mahawar are reflected in the newly formed TESS-India project with the UK Open University.

He also referred back to Project High Tech: Teaching English Communicatively, which he had presented at the EuroCALL conference on OER in Language Teaching. This was an ELT teacher training project carried out over two years across 200 schools in Rajasthan as a joint collaboration between the US Embassy and the Department of Higher Education with the Government of Rajasthan. Sustainability is a key issue with any project that intends to create and manage new teaching practices at the levels of policy making, curriculum planning and teaching. The scale of this project was large and Dr. L.P. Mahawar was concerned about the lack of incentives for teachers to stay motivated by the project goals beyond the funded period:

“The sustainability and viability of such open resources can be effected only when the teachers, planners and policy makers develop a sense of social responsibility, and only when the teachers, educators or other practitioners get kudos for their efforts in terms of rewards, awards, medals and trophies or whatever may be the form of reinforcement and encouragement. The teachers should be given credits on point system like the Academic Performance Indicator; their voluntary work should be linked to promotional and incremental opportunities; their efforts to create authentic open resources ranked equivalent to good research work and their work load of teaching hours reduced in proportion to the quantity of open resources they propose to create or have created.” (Malawar, 2012)

Saraswati, the Hindu goddess of education and the creative arts. Image via flickr

Saraswati [Sah-rah-swah-tee] is the Hindu Goddess of education and the creative arts and is often depicted holding a stringed instrument with a book at her feet. Indian mothers are known to pray to her for their children’s success in school. The Dalit or ‘untouchables’ of India have had a somewhat turbulent history with Hinduism, however, and have fought hard not to be banned from worshipping in Hindu temples due to their low caste (Misra, 2007). Another struggle for the Dalit centres on access to English language education as many Dalit view English as the tool for emancipation, leading to better paying jobs and a stake in the current Indian technology boom to escape the cycle of poverty. In the context of post-colonial India, some have even intimated that prayers to Saraswati for help with learning English might result in falling out of favour with this Goddess (Gopalkrishna, 2012).

English-medium education in India is still primarily the domain of the higher castes. One of India’s most well-known 20th century freedom movement advocates and pro English language campaigners, Bhimrao Ramji Ambedkar, was a leading figure in drafting India’s new constitution. He was also a Dalit or ‘untouchable’. So, the Dalit have decided to build a temple to a new Deity, the Goddess of English. As can be seen at the top of this post, she is depicted for her work in helping the Dalit with their 21st century English language communication aspirations, standing on a computer pedestal and holding a pen up high in one hand and the Indian constitution in the other. In an article with the Guardian Weekly online newspaper in 2011, India’s outcasts put faith in English, Amarchand Jauhar, an English teacher who was supervising the temple’s construction in Banka village in northern Uttar Pradesh, was interviewed as saying, “Without English, nothing is possible for us Dalits” (Rahman, 2011).

Naturally, English language education is a politically loaded subject in India as it is in most parts of the world. Indeed, both the ELT industry and the open education movement have been accused of spreading linguistic imperialism (Phillipson, 1992; Pennycook 1995 & 1998). Added to this, the prevalence and dominance of the ELT industry internationally along with the promotion of English-medium OER from well-funded initiatives make it difficult for those working in under-resourced contexts to compete for the uptake of non-English OER on an international scale.

Nationalist interests for not promulgating what many have seen as the enslaving tool of the British Raj is one argument against English-medium education. For pro Kannada-medium educationalists and activists in the state of Kanataka where the local government was proposing English education for the Dalit and other low caste peoples, the preservation and promotion of local languages in state-run education is another argument. The government proposal has since been scrapped, leading Dalit activists and scholars to question whether there is a hidden political agenda to isolate Dalit and other low caste peoples from accessing English (Gopalkrishna, 2012).

To provide further perspective on English in India in a 2005 lecture at Oxford University, India’s still current prime minister, Manmohan Singh, upon receiving an honorary degree from his alma mater, reflected upon the great legacy British education and the English language had left for India in the current age of globalisation:

“It used to be said that the sun never sets on the British Empire. I am afraid we were partly responsible for sending that adage out of fashion! But, if there is one phenomenon on which the sun cannot set, it is the world of the English-speaking people, in which the people of Indian origin are the single largest component. Of all the legacies of the Raj, none is more important than the English language and the modern school system…In indigenising English, as so many people have done in so many nations across the world, we have made the language our own. Our choice of prepositions may not always be the Queen’s English; we might occasionally split the infinitive; and we may drop an article here and add an extra one there. I am sure everyone will agree, nevertheless, that English has been enriched by Indian creativity and we have given you back R.K. Narayan and Salman Rushdie. Today, English in India is seen as just another Indian language.” (Singh, 2005)

Indeed, the continuation of English’s position as the international lingua franca in research, higher education and business is wholly dependent on it being owned by non-native English speakers (Graddol, 2006). With the escalating pressure to be able to function in English in order to get ahead in life, can a balance be struck by making high-quality and flexible English language resources open to those individuals and communities that would otherwise be unable to afford English-medium and English language education? After all, if English is to remain the international lingua franca, then surely it stands to reason that we view English simply for what it is? One of many linguistic communication tools for accessing and building knowledge on a global scale and one that should be accessible to all in the same way that access to the Internet should be a given for all.

Delhi University OER par excellence

Through the OER University Google Groups network I came into contact with Professor Vinod Kumar Kanvaria, faculty and educational technologist of the Department of Education at the University of Delhi. Fifty students from two different programs, Educational Technology and Pedagogy of English, had taken active roles in preparing the day’s events at what was formerly known as the Central Institute for Education (CIE). India’s first Education Minister, Maulana Azad with then Prime Minister Pandit Jawaharlal Nehru, had helped to establish CIE in 1947, envisioning an institution to do more than just “turn out teachers who would be ‘model teachers’, but to evolve into a research centre for solving new educational problems for the country” (see CIE website).

Professor Vinod Kumar, Alannah Fitzgerald and Sirawon Chahongnao at Delhi University Central Institute of Education, OER International Programme January 2013

From having engaged with Professor Kanvaria’s students for a full day and having observed the high levels of awareness around OER and OEP, I quickly came to the conclusion that these future educationalists are passionate about making a difference in Indian education through technology and openness. They are cognizant of the fact that eLearning is not yet a reality in most Indian schools and are taking their own mobile electronic devices equipped with portable speakers into classrooms where they are doing their section training. They realize the potential for eLearning is immense and more importantly, it is what the students are motivated by and would like to see more of in school.

Over a delicious traditional Indian lunch prepared by Delhi University staff, Professor Kanvaria showed me a range of high-quality paper-based OER course packs that he and his colleagues had put together for training teacher educators with OER (Kanvaria 2013a; Kanvaria 2013b). The students who dined with us said the open educational resources used in their courses were very well received by the students and said they would be keen to transfer this open educational practice to their own development of teaching and training resources in future workplaces. Needless to say, it was most impressive to see a new generation of educationalists and learning technologists being taught by OER specialists.

In feedback to the presentation and workshop, students said they realized the deeper importance of sharing to develop not only themselves as open educational practitioners but their respective fields also. One student made the observation that a lot of the ELT lesson plan sharing sites that were once free are now asking for some form of payment and that it was difficult to find truly open educational resources in ELT. She was happy to have discovered Russell Stannard’s Teacher Training Videos (TTV) through the workshop as a useful starting point for web-based language resources. Professor Kanvaria made a very good point about the blurred line between open and free resources in relation to uploading OER to proprietary platforms such as iTunesU and closed university websites. His point being that opportunities for user feedback are being missed when institutions such as Oxford do not create open interactive spaces and platforms, even on their university website, that encourage the re-uploading of re-mixed and re-purposed OER to show what people are doing with their OER. However, individual Oxford academics have received plenty of positive feedback on their OpenSpires podcasts from audiences, including the following:

“I have recently enrolled in the [……] University with the plan to complete a BA in Philosophy, but the first unit I have had to complete is a Study Skills unit which has been so boring and mundane I have been questioning whether to continue or not. Your enthusiasm for philosophy is infectious and put me back on course to continue my studies. Thanks again.”

“Can I just say how utterly engrossing they are – and how completely stimulating. I completed my undergraduate studies a great number of years ago, but listening to you lecture makes me yearn for study.” (Highton, Fresen and Wild, 2011 p.35)

Radio 1

Original, in-house and live, this station brings us what’s new in the world of OER for corpus-based language resources.

Flipped conferencing

Kicking things off in late March with Clare Carr from Durham, we co-presented an OER for EAP corpus-based teacher and learner training cascade project at the Eurocall CMC & Teacher Education Annual Workshop in Bologna, Italy. This was very much a flipped conference whereby draft presentation papers were sent to be read in advance by participants and where the focus was on discussion rather than presentation at the physical event. Russell Stannard of Teacher Training Videos (TTV) was the keynote speaker at this conference and I have been developing some training resources for the FLAX open-source corpus collections which will be ready to go live on TTV soon. New collections in FLAX have opened up the BAWE corpus and have linked this to the BNC, a Google-derived n-gram corpus as well as Wikimedia resources, namely Wikipedia and Wiktionary. These collections in FLAX show what’s cutting edge in the developer world of open corpus-based resources for language learning and teaching.

Focusing on linked resources: which academic vocabulary list?

In a later post, I will be looking at Mark Davies’ new work with Academic Vocabulary Lists based on a 110 million-word academic sub corpus in the Corpus of Contemporary American (COCA) English – moving away from the Academic Word List (AWL) by Coxhead (2000) based on a 3.5 million-word corpus – and his innovative web tools and collections based on the COCA. Once again, Davies’ Word and Phrase project website at Brigham Young University contains a bundle of powerfully linked resources, including a collocational thesaurus which links to other leading research resources such as the on-going lexical database project at Princeton, WordNet.

The open approach to developing non-commercial learning and teaching corpus-based resources in FLAX also shows the commitment to OER at OUCS (including the Oxford Text Archive), where the BAWE and the BNC research corpora are both managed. Click on the image below to visit the BAWE collections in FLAX.

BAWE case study text from the Life Sciences collection in FLAX with Wikipedia resources

Open eBooks for language learning and teaching

Learning Through Sharing: Open Resources, Open Practices, Open Communication, was the theme of the EuroCALL conference and to follow things up the organisers have released a call for OER in languages for the creation of an open eBook on the same theme. The book will be “a collection of case studies providing practical suggestions for the incorporation of Open Educational Resources (OER) and Practices (OEP), and Open Communication principles to the language classroom and to the initial and continuing development of language teachers.” This open-access e-Book, aimed at practitioners in secondary and tertiary education, will be freely available for download. If you’re interested in submitting a proposal to contribute to this electronic volume, please send in a case study proposal (maximum 500 words) by 15 October 2012 to the co-editors of the publication, Ana Beaven (University of Bologna, Italy), Anna Comas-Quinn (Open University, UK) and Barbara Sawhill (Oberlin College, USA).

MOOC on Open Translation tools and practices

Another learning event which I’ve just picked up from EuroCALL is a pilot Massive Open Online Course in open translation practices being run from the British Open University from 15th October to 7 December 2012 (8 weeks), with the accompanying course website opening on Oct 10th 2012. Visit the “Get involved” tab on the following site: http://www.ot12.org/. “Open translation practices rely on crowd sourcing, and are used for translating open resources such as TED talks and Wikipedia articles, and also in global blogging and citizen media projects such as Global Voices. There are many tools to support Open Translation practices, from Google translation tools to online dictionaries like Wordreference, or translation workflow tools like Transifex.” Some of these tools and practices will be explored in the OT12 MOOC.

Bringing open corpus-based projects to the Open Education community

On the back of the Cambridge 2012 conference: Innovation and Impact – Openly Collaborating to Enhance Education held in April, I’ve been working on another eBook chapter on open corpus-based resources which will be launched very soon at the Open Education conference in Vancouver. The Cambridge 2012 event was jointly hosted in Cambridge, England by the Open Course Ware Consortium (OCWC) and SCORE. Presenting with Terri Edwards from Durham, we covered EAP student and teacher perceptions of training with open corpus-based resources from three projects: FLAX, the Lextutor and AntConc. These three projects vary in terms of openness and the type of resources they are offering. In future posts I will be looking at their work and the communities that form around their resources in more depth. The following video from the conference has captured our presentation and the ensuing discussion at this event to a non-specialist audience who are curious to know how open corpus-based resources can help with the open education vision. Embedding these tools and resources into online and distance education to support the growing number of learners worldwide who wish to access higher education, where the OER and most published research are in English, opens a whole new world of possibilities for open corpus-based resources and EAP practitioners working in this area.

A further video from a panel discussion which I contributed to – an OER kaleidoscope for languages – looks at three further open language resources projects that are currently underway and building momentum here in the UK: OpenLives, LORO, the CommunityCafe. Reference to other established OER projects for languages and the humanities including LanguageBox and the HumBox are also made in this talk.

A world declaration for OER

The World OER congress in June at the UNESCO headquarters in Paris marked ten years since the coining of the term OER in 2002 along with the formal adoption of an OER declaration (click on the image to see the declaration). I’ve included the following quotation from the OER declaration to provide a backdrop to this growing open education movement as it applies to language teaching and learning, highlighting that attribution for original work is commonplace with creative commons licensing.

Emphasizing that the term Open Educational Resources (OER) was coined at UNESCO’s 2002 Forum on OpenCourseWare and designates “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work”.

Wikimedia – why not?

Wikimedia Foundation

Earlier in September, I volunteered to present at the EduWiki conference in Leicester which was hosted by the Wikimedia UK chapter. Most people are familiar with Wikipedia which is the sixth most visited website in the world. It is but one of many sister projects managed by the Wikimedia Foundation, however, along with others such as Wikiversity, Wiktionary etc.

I will also be blogging soon about widely held misconceptions for uses of Wikipedia in EAP and EFL / ESL while exploring its potentials in writing instruction with reference to some very exciting education projects using Wikipedia around the world. The types of texts that make up Wikipedia alongside many academics’ realisations that they need to be reaching wider audiences with their work through more accessible modes of writing transmission are all issues I will be commenting on in this blog in the very near future.

Presenting the work the FLAX team have done with text mining, incorporating David Milne’s Wikipedia mining tool, the potential of Wikipedia as an open corpus resource in language learning and teaching is evident. I was demonstrating how this Wikipedia corpus has been linked to other research corpora in FLAX, namely the BNC and the BAWE, for the development of corpus-based OER for EFL / ESL and EAP. And, let’s not forget that it’s all for free!

The open approach to corpus resources development

There is no reason why the open approach taken by FLAX cannot be extended to build open corpus-based collections for learning and teaching other modern languages, linking different language versions of Wikipedia to relevant research corpora and resources in the target language. In particular, functionality in the FLAX collections that enable you to compare how language is used differently across a range of corpora, which are further supported by additional resources such as Wiktionary and Roget’s Thesaurus, make for a very powerful language resource. Crowd-sourcing corpus resources through open research and education practices and through the development of open infrastructure for managing and making these resources available is not as far off in the future as we might think. The Common Language Resources and Technology Infrastructure (CLARIN) mission in Europe is a leading success story in the direction currently being taken with corpus-based resources (read more about the recent workshop for CLARIN-D held in Leipzig, Germany).

These past few months I’ve been tuning into a lot of different practitioner events and discussions across a range of educational communities which I feel are of relevance to English language education where uses for corpus-based resources are concerned. There’s something very distinct about the way these different communities are coming together and in the way they are sharing their ideas and outputs. In this post, I will liken their behaviour to different types of radio station broadcast, highlighting differences in communication style and the types of audience (and audience participation) they tend to attract.

I’ve also been re-setting my residential as well as my work stations. No longer at Durham University’s English Language Centre, I’m now London-based and have just set off on a whirlwind adventure for further open educational resources (OER) development and dissemination work with collaborators and stakeholders in a variety of locations around the world. TOETOE is going international and is now being hosted by Oxford University Computing Services (OUCS) in conjunction with the Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC) as part of the UK government-funded OER International programme.

I will also be spreading the word about the newly formed Open Education Special Interest Group (OESIG), the Flexible Language Acquisition (FLAX) open corpus-based language resources project at the University of Waikato, and select research corpora, including the British National Corpus (BNC) and the British Academic Written English (BAWE) corpus, both managed by OUCS, which have been prised open by FLAX and TOETOE for uses in English as a Foreign Language (EFL) – also referred to as English as a Second Language (ESL) in North America – and English for Academic Purposes (EAP). Stay tuned to this blog in the coming months for more insights into open corpus-based English language resources and their uses in different teaching and learning contexts.

This post is what those in the blogging business refer to as a ‘cornerstone’ post as it includes many insights into the past few months of my teaching fellowship in OER with the Support Centre in Open Educational Resources (SCORE) at the Open University in the UK. Many posts within one as it were. This post also provides a road map for taking my project work forward while identifying shorter blogging themes for posts that will follow this one. This particular post will also act as the mother-ship TOETOE post from which subsequent satellite posts will be linked. Please use the red menu hyperlinks in the section below to dip in and out of the four main sections of this blog post series. I have elected to choose this more reflective style of writing through blogging so that my growing understandings in this area are more accessible to unanticipated readers who may stumble upon this blog and hopefully make comments to help me refine my work. Two more formal case studies on my TOETOE project to date will be coming out soon via the HEA and the JISC.

I have also made this hyperlinked post (in five sections) available as a .pdf on Slideshare.

Which station(s) are you listening to?

BBC Radio has been going since 1927. With audiences in the UK, four stations in particular are firm favourites: youth oriented BBC Radio 1 featuring new and contemporary music; BBC Radio 2 with middle of the road music for the more mature audience; high culture and arts oriented BBC Radio 3, and; news and current affairs oriented BBC Radio 4. Of course there are many more stations but these four are very typical of those found around the world. What is more, I’ve selected these four very distinct stations as the basis to build a metaphor around the way four very distinct educational practitioner communities are intersecting with corpus-based language teaching resources. This metaphor will draw on thought waves from the following:

Recent Global OER Graduate Network Posts: GO-GN

For the next webinar, we are delighted to host GO-GN alumnus, and award winner Dr Glenda Cox as the next speaker. Glenda is a senior lecturer in the Centre for Innovation in Learning and Teaching at the University of Cape Town, and completed her PhD on the relations between culture, structure and agency in lecturers, focusing on… Read more »

For the next webinar, we are delighted to host the Open University’s Professor Rick Holliman as the next speaker. Rick is an expert in open science and public engagement and leads the OU’s work on engaging research. Join us on Wednesday 7th November, 4pm GMT, if you can. Rick has written a brief background to his talk, as follows:… Read more »

We are sad to report that Professor Fred Mulder passed away at the weekend. Fred was the founder of the GO-GN network. He came up with the idea, and worked tirelessly to seek funding and get it established. He believed passionately in open education, and also in the power of research to support that mission…. Read more »

For the next webinar, we are delighted to host our very own Dr Chrissi Nerantzi as the next speaker. Many of you will know Chrissi, she has been one of our most active and enthusiastic GO-GN scholars. She is a model of open practice, and was the recipient of the first GO-GN award for open practice…. Read more »

For many of us, September is back to school time, right? Aaaah those early mornings, school runs, lunch boxes, homework, after-school routines… ok, I’m making it all up, but this is true: we haven’t talked about OER in schools since Penny’s webinar exactly one year ago. To put things right and start at the beginning, we are… Read more »